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Author: Charles O'Malley
Publisher: Routledge
ISBN: 9781032137551
Category :
Languages : en
Pages : 0
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Book Description
This book is a compendium of resources largely by and for artists and scholars interested in engaging in conversations of justice, diversity, and historiography in the fields of theatre and performance studies. For these students, and for the future instructors in our field who will use this book, we hold a tripartite hope: to expand, to enable, and to provide access. In its whole, we intend for this book to provoke its readers to question the narratives of history that they've received (and that they may promulgate) in their artistic and scholarly work. We aim to question methods and ethics of reading present in the western mode of studying drama and performance history. . The contributions in the book--not traditional chapters, but manifestos, experiences, articles, conversations, and provocations--raise questions and illuminate gaps, and they do not speak in a unified voice or from a static position. These pieces are written by artists, graduate students, teachers, administrators, and undergraduates; these are expressions of hope and of experience, and not of dogma. This book is aimed toward instructors of undergraduates, both graduate students and faculty at all levels of seniority within theatre and performance studies, as well as at artists and practitioners of the art that wish to find more just ways of viewing history.
Author: Charles O'Malley
Publisher: Routledge
ISBN: 9781032137551
Category :
Languages : en
Pages : 0
Get Book Here
Book Description
This book is a compendium of resources largely by and for artists and scholars interested in engaging in conversations of justice, diversity, and historiography in the fields of theatre and performance studies. For these students, and for the future instructors in our field who will use this book, we hold a tripartite hope: to expand, to enable, and to provide access. In its whole, we intend for this book to provoke its readers to question the narratives of history that they've received (and that they may promulgate) in their artistic and scholarly work. We aim to question methods and ethics of reading present in the western mode of studying drama and performance history. . The contributions in the book--not traditional chapters, but manifestos, experiences, articles, conversations, and provocations--raise questions and illuminate gaps, and they do not speak in a unified voice or from a static position. These pieces are written by artists, graduate students, teachers, administrators, and undergraduates; these are expressions of hope and of experience, and not of dogma. This book is aimed toward instructors of undergraduates, both graduate students and faculty at all levels of seniority within theatre and performance studies, as well as at artists and practitioners of the art that wish to find more just ways of viewing history.
Author: Charles O'Malley
Publisher: Taylor & Francis
ISBN: 1003822754
Category : Performing Arts
Languages : en
Pages : 184
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Book Description
This book is a compendium of resources largely by and for artists and scholars interested in engaging in conversations of justice, diversity, and historiography in the fields of theatre and performance studies. For these students, and for the future instructors in our field who will use this book, we hold a tripartite hope: to expand, to enable, and to provide access. In its whole, we intend for this book to provoke its readers to question the narratives of history that they’ve received (and that they may promulgate) in their artistic and scholarly work. We aim to question methods and ethics of reading present in the western mode of studying drama and performance history. The contributions in the book—not traditional chapters, but manifestos, experiences, articles, conversations, and provocations—raise questions and illuminate gaps, and they do not speak in a unified voice or from a static position. These pieces are written by artists, graduate students, teachers, administrators, and undergraduates; these are expressions of hope and of experience, and not of dogma. This book is aimed toward instructors of undergraduates, both graduate students and faculty at all levels of seniority within theatre and performance studies, as well as at artists and practitioners of the art that wish to find more just ways of viewing history.
Author: Charles R. Garoian
Publisher: State University of New York Press
ISBN: 1438403879
Category : Education
Languages : en
Pages : 272
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Book Description
Performing Pedagogy examines the theory and practice of performance art as an art of politics. It discusses the different ways in which performance artists use memory and cultural history to critique dominant cultural assumptions, to construct identity, and to attain political agency. In doing so, Garoian argues, performance artists like Rachel Rosenthal, Guillermo Gómez-Peña, Robbie McCauley, Suzanne Lacy, and the performance art collective Goat Island engage in the practice of critical citizenship and radical forms of democracy that have significant implications for teaching in the schools. Finally, Garoian contextualizes performance art pedagogy within his own cultural work to illustrate how his own memory and cultural history have informed his production of performance art works and his classroom teaching practices.
Author: Emily Rachael Freeman
Publisher:
ISBN:
Category :
Languages : en
Pages : 266
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Book Description
This thesis describes the use of feminist performance pedagogy in working toward a Theatre for Young Audiences (TYA) practice that engages youth in social justice. Drawing on feminist and pedagogical theories, this document explores the processes of writing, rehearsing, and touring a new social justice play for youth called 'And Then Came Tango.' The qualitative study outlined in this MFA thesis uses feminist research methodologies to analyze the engagement of the playwright, the artistic team working on the production of 'And Then Came Tango,' and the second and third grade audiences that participated in the touring production and post-show workshops. The author weaves personal story throughout the document in order to create new meaning around the research experiences as well as to illustrate the personal dimensions of engaging in the struggle around LGBTQ injustice. The discussion invites future artists, educators, and activists to imagine how theory, aesthetics, artists, and communities collaborate in order to work toward socially just and interactive TYA.
Author: Eric Gutstein
Publisher: Routledge
ISBN: 1136284656
Category : Education
Languages : en
Pages : 274
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Book Description
Mathematics education in the United States can reproduce social inequalities whether schools use either "basic-skills" curricula to prepare mainly low-income students of color for low-skilled service jobs or "standards-based" curricula to ready students for knowledge-intensive positions. And working for fundamental social change and rectifying injustice are rarely included in any mathematics curriculum. Reading and Writing the World with Mathematics argues that mathematics education should prepare students to investigate and critique injustice, and to challenge, in words and actions, oppressive structures and acts. Based on teacher-research, the book provides a theoretical framework and practical examples for how mathematics educators can connect schooling to a larger sociopolitical context and concretely teach mathematics for social justice.
Author: Laura Sindberg
Publisher: R&L Education
ISBN: 1610483391
Category : Education
Languages : en
Pages : 123
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Book Description
Student learning in school music ensembles is often focused on technical skill development. Give your students broader experience involving multiple music learnings, technical proficiency, cognition, and personal meaning. The Comprehensive Musicianship through Performance (CMP) model will help you plan instruction for school ensembles that promotes a holistic form of music learning and will allow you to use your creativity, passion, and vision. With model teaching plans and questions for discussion, this book can give you richer, more meaningful challenges and help you provide your students with deeper musical experiences. Sindberg combines the theoretical foundations of CMP with practical applications in a book that's useful for practicing teacher-conductors, scholars, and teacher educators alike.
Author: Eeva Anttila
Publisher: Routledge
ISBN: 1351111175
Category : Education
Languages : en
Pages : 186
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Book Description
Critical Articulations of Hope from the Margins of Arts Education presents perspectives on arts education from marginalized contexts and communities around the world. The contributors of this collection are educators, researchers, and artists who have devoted their research and practice to exploring how to utilize arts education to work toward justice, equity, sustainability, and hope when communities or groups of people are faced with most challenging and arduous situations. This book depicts hardships and struggles, including forced migration; institutionalized discrimination; economic, ecological and cultural oppression; hatred; prejudice and violence. However, it also celebrates the strength of individuals and communities who strive to make a difference and work towards fair and just cultures and communities. The book proposes that participation in the arts is a basic human right and that diverse cultures and the arts are an integral aspect of healthy lives and societies. Building on long traditions of arts education for social justice, critical pedagogy, and the pedagogy of hope, it facilitates international dialogue and explores how the theory and practice for arts education can be furthered by including insights emerging from practices evolving as sensitive to marginal conditions. Critical Articulations of Hope from the Margins of Arts Education will be of great interest to academics, researchers and postgraduate students of the arts, arts education, and education. It will also appeal to arts educators, community artists, sociologists, cultural workers and teacher training faculty and in service-learning and other pedagogy-related courses.
Author: Nathan Stucky
Publisher: SIU Press
ISBN: 9780809324651
Category : Language Arts & Disciplines
Languages : en
Pages : 290
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Book Description
Edited by Nathan Stucky and Cynthia Wimmer, Teaching Performance Studies is the first organized treatment of performance studies theory, practice, and pedagogy. This collection of eighteen essays by leading scholars and educators reflects the emergent and contested nature of performance studies, a field that looks at the broad range of human performance from everyday conversation to formal theatre and cultural ritual. The cross-disciplinary freedom enacted by the writers suggests a new vision of performance studies?a deliberate commerce between field and classroom.
Author: Andrea Moon
Publisher:
ISBN:
Category : Actors
Languages : en
Pages : 634
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Book Description
In American theatrical performance and actor training there exists an often-unexamined assumption that mind and body are separate distinct entities. The rapidly spreading realization in the Unites States that the body/mind separation is a fiction is leading a growing number of theatre companies to emphasize body and mind integration in their work. One of these companies, Pacific Performance Project (P3), uses this integration in their teaching, performance, and life. P3 integrates the work of two well-known post-shingeki Japanese directors--Tadashi Suzuki and Shogo Ota--with the work of European/American modern dance and traditional Stanislavsky-based acting training. The co-artistic directors of Pacific Performance Project, Robyn Hunt and Steve Pearson, are well placed in the American theatrical context to counter the assumed mind-body separation. Hunt and Pearson's pedagogical and artistic lineage include both methods that privilege internal experience and methods that privilege external experience. Hunt and Pearson have made and are continuing to make their mark on the theatrical landscape through their professional productions and have influenced thousands of American theatre artists in their roles as teachers. In countering the assumed mind/body binary in the American theatre, Hunt and Pearson are helping to bring back into the art of theatre its most unique aspect: that whatever the form and content of the cultural story being told it is an exchange between three dimensional bodies on stage and in the audience sharing the same space and time, breathing the same air. P3's coupling of rigorous and contemplative Japanese forms with traditional psychologically based training is creating a unique and important performance style that integrates the mind and body in both linear narrative and abstract performance and fundamentally changes the artists who train in this style.
Author: Shane Safir
Publisher: Corwin
ISBN: 1071812661
Category : Education
Languages : en
Pages : 281
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Book Description
Radically reimagine our ways of being, learning, and doing Education can be transformed if we eradicate our fixation on big data like standardized test scores as the supreme measure of equity and learning. Instead of the focus being on "fixing" and "filling" academic gaps, we must envision and rebuild the system from the student up—with classrooms, schools and systems built around students’ brilliance, cultural wealth, and intellectual potential. Street data reminds us that what is measurable is not the same as what is valuable and that data can be humanizing, liberatory and healing. By breaking down street data fundamentals: what it is, how to gather it, and how it can complement other forms of data to guide a school or district’s equity journey, Safir and Dugan offer an actionable framework for school transformation. Written for educators and policymakers, this book · Offers fresh ideas and innovative tools to apply immediately · Provides an asset-based model to help educators look for what’s right in our students and communities instead of seeking what’s wrong · Explores a different application of data, from its capacity to help us diagnose root causes of inequity, to its potential to transform learning, and its power to reshape adult culture Now is the time to take an antiracist stance, interrogate our assumptions about knowledge, measurement, and what really matters when it comes to educating young people.
